Huang Xianhan, Lee John Chi-Kin, Frenzel Anne Christiane
Faculty of Education, The University of Hong Kong, Pokfulam, Hong Kong.
Department of Curriculum and Instruction, The Education University of Hong Kong, Tai Po, Hong Kong.
Front Psychol. 2020 May 27;11:1067. doi: 10.3389/fpsyg.2020.01067. eCollection 2020.
The importance of informal teacher learning (ITL) to teaching effectiveness and student achievement has been repeatedly demonstrated, but there is limited research into the personal antecedents of ITL. We analyzed the relationships between teacher emotions and participation in five different kinds of ITL activities (learning through media, colleague interaction, stakeholder interaction, student interaction, and individual reflection) among 2,880 primary teachers (85.49% female) with a large range of teaching experience. Regression analysis and structural equation modeling revealed a positive association between enjoyment and engagement in all five ITL activities. Anxiety was found to be negatively related to colleague interaction and self-reflection, and anger was found to be negatively associated with student interaction. Furthermore, anxiety and anger were negatively related to teaching experience, whereas enjoyment was independent from teaching experience. Most ITL activities were positively related to teaching experience, except for stakeholder interaction. Implications for teacher training and intervention programs for in-service teachers are discussed.
非正式教师学习（ITL）对教学效果和学生成绩的重要性已得到反复证明，但对ITL的个人影响因素的研究却很有限。我们分析了2880名小学教师（85.49%为女性）的教师情绪与参与五种不同类型的ITL活动（通过媒体学习、与同事互动、与利益相关者互动、与学生互动和个人反思）之间的关系，这些教师有着广泛的教学经验。回归分析和结构方程模型显示，愉悦感与参与所有五种ITL活动之间存在正相关。研究发现，焦虑与同事互动和自我反思呈负相关，愤怒与学生互动呈负相关。此外，焦虑和愤怒与教学经验呈负相关，而愉悦感与教学经验无关。除了与利益相关者互动外，大多数ITL活动与教学经验呈正相关。文中还讨论了对在职教师培训和干预计划的启示。
